Page 164 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 3, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
points of view during a debate to verify their inter- pretations; affirm and build on the ideas of others during a class discussion)
Teacher prompts: “As you paraphrase what you heard, focus on key ideas. How might you explain your peer’s point of view in just one or two sentences? How does that help you determine whether you have understood?” “How might you affirm another speaker’s ideas during a class discussion?”
A2.2 Interacting: respond with understanding to what others say while participating in structured and open-ended interactions in the target language about a variety of topics, with support as appropriate (e.g., respond to the ideas and opinions of others in a discussion about the influence of the media on social perceptions of First Nations, Métis, and Inuit peoples; with a peer, improvise a friendly negotiation to extend a curfew or to revise house or school rules; after listening to a report on issues of importance to people with disabilities, identify concerns and share solutions with a peer; agree or disagree with others during a group discussion about learning other languages; ask questions in response to descriptive feedback from a peer or the teacher; after watching a video clip about an environmental issue, respond to the opinions of others in a small-group discussion about the causes and solutions; in a conversation with a peer, respond to questions about how financial support would help them pursue their personal and professional goals; answer a potential employer’s questions in a role play of an interview for an entry-level job in a country where the target language is spoken)
Teacher prompts: “How has listening to the opinions of others about media influence shaped your own? How can you add to the ideas you have heard?” “What questions might you ask after getting feedback during a conference?” “What interview questions might you be asked when seeking work in another country? Which marketable skills might you wish to highlight?”
A2.3 Metacognition:
(a) describe a range of strategies they found helpful before, during, and after listening;
(b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., during a student-teacher conference, describe how they self-monitor their use of listening strategies; keep
a journal to track and reflect on progress towards personal goals to improve their listening skills;
identify ways in which their learning environment may affect their listening comprehension; describe some types of body language they use to communi- cate interest to a speaker, and identify appropriate listening contexts for each)
Teacher prompt: “As you review your journal entries, what pattern can you identify in your use of listening strategies? What impact is that having on your progress in improving your listening skills? What might you do differently to reach your personal goals more quickly?”
A3. Intercultural Understanding
By the end of this course, students will:
A3.1 Intercultural Awareness: using information from oral texts in the target language, identify communities where the target language is spoken, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., explain how blending the target language and another language in a popular song contributes
to its message; record key ideas presented in an authentic television program about indigenous cultures in a country where the target language is spoken, using a graphic organizer of their choice; after listening to a webcast, compile a list of questions and answers about a target-language community; role-play a situation that exemplifies gender roles or other social values in a target- language community, drawing on ideas found in an oral report; listen to readings about an historical event in Canada and an event in another country where the target language is spoken and identify points of similarity; listen to a documentary about environmental protection in Canada and in another country where the target language is spoken, and compare the approaches of the two countries)
Teacher prompts: “How does learning about indigenous cultures help you respect their values?” “How do the gender roles of the target-language community differ from your own? How are they the same? How do they help you understand your own community?”
A3.2 Awareness of Sociolinguistic Conventions: using information from oral texts in the target language, identify and demonstrate an under- standing of sociolinguistic conventions used in a variety of situations in diverse communities where the target language is spoken (e.g., distinguish between regional dialects and identify variations in pronunciation and accent; identify
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